The Speech Intelligibility Index and the Pure-Tone Average as Predictors of Lexical Ability in Children Fit With Hearing Aids
The Speech Intelligibility Index and the Pure-Tone Average as Predictors of Lexical Ability in Children Fit With Hearing Aids
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DOI：
10.1044/1092-4388(2011/10-0264
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发表时间：
2012-06-01
影响因子：
2.6
通讯作者：
McGregor, Karla K.
中科院分区：
文献类型：
--
作者：
Stiles, Derek J.;Bentler, Ruth A.;McGregor, Karla K.
目的：为了确定临床上可获得的可听度测量，辅助语言清晰度指数（SII;美国国家标准协会，2007），在预测配戴助听器的儿童的词汇能力（CHA）方面比纯音平均值（PTA）更敏感。方法：学龄CHA和年龄匹配的听力正常儿童（CNH）重复单词和非单词，学习新单词，并完成标准化的接受性词汇测试。协方差分析允许对2组进行比较。对于CHA，回归分析确定是否SII举行预测值超过PTA.Results：CHA表现出比CNH字和非字重复和接受性词汇测试的性能较差。各组在单词学习上没有差异。辅助SII是一个更强的预测词和非词的重复和接受性词汇比PTA。考虑到PTA后，辅助SII仍然是非词重复和接受性词汇的重要预测因素。结论：尽管佩戴助听器，CHA在4项词汇测量中的3项上表现较差。用辅助SII预测CHA的个体差异。与PTA不同，辅助SII结合了助听器放大特性和语音频率权重，可以提供对儿童在现实环境中获得听觉输入和从听觉输入中学习的能力的更有效的估计。
Purpose: To determine whether a clinically obtainable measure of audibility, the aided Speech Intelligibility Index (SII; American National Standards Institute, 2007), is more sensitive than the pure-tone average (PTA) at predicting the lexical abilities of children who wear hearing aids (CHA).Method: School-age CHA and age-matched children with normal hearing (CNH) repeated words and nonwords, learned novel words, and completed a standardized receptive vocabulary test. Analyses of covariance allowed comparison of the 2 groups. For CHA, regression analyses determined whether SII held predictive value over and beyond PTA.Results: CHA demonstrated poorer performance than CNH on tests of word and nonword repetition and receptive vocabulary. Groups did not differ on word learning. Aided SII was a stronger predictor of word and nonword repetition and receptive vocabulary than PTA. After accounting for PTA, aided SII remained a significant predictor of nonword repetition and receptive vocabulary.Conclusions: Despite wearing hearing aids, CHA performed more poorly on 3 of 4 lexical measures. Individual differences among CHA were predicted by aided SII. Unlike PTA, aided SII incorporates hearing aid amplification characteristics and speech-frequency weightings and may provide a more valid estimate of the child's access to and ability to learn from auditory input in real-world environments.